Choosing Your Major Based on Interests and Outcomes That Matter

Kirin Uzar & Bee Yang

The purpose of this consultation project was to aid students at Penn State Harrisburg in choosing a major and a career field that will fit with their values and interest while still having a return on investment. To accomplish this, we used Psychology of Working Theory as well as Holland’s Theory. In matching interests with potential majors, we aim to aid students in finding careers that satisfies their needs for survival and allows the them to meet their self-determination needs as well. This goal was accomplished using our five resources, 1) a narrated PowerPoint video, 2) a PowerPoint, 3) a RIASEC worksheet, 4) a Choosing Your Major Worksheet and 5) a Discussion Question guide.

 

Social Justice Needs: The Cost of Education

The population for our consultation project was prospective college students and first or second year students who are choosing a major and/or career. These students specifically request a large return on investment of their tuition costs for their degree. Our consultation project was for Penn State Harrisburg’s Career Services with Katy Baker. Career and Admissions counselors work with these students to find a major and requested a resource to aid them with these students.

This project aimed to help students find a major that would lead to career that would yield a high return on investment while still fitting with their interests and values. This is important because attending college is more expensive than ever. Forbes (2020) estimates that national student loan debt is over 1.6 trillion dollars and the average college grad owes over $32,000 in student loan debt. Cilluffo (2019) found that 34% of adults age 18-29 report having student loans. When considering adults with a bachelor’s degree, 49% report having student loans. Cilluffo (2019) also report that college graduates with student loans are more likely to report difficulty getting by or just getting by than college graduates without student loans.

Forbes (2020) also estimated that the average salary with an undergrad degree is only $50,000. At this salary, it would be difficult to pay off the student loans, as well as other loans while maintaining a comfortable lifestyle. Thus, these students would like to maximize their return on investment with their college degree to be able to pay these loans as well as achieve their personal self-fulfillment.

To help these students find their interests and careers that match their interests, an online interest profiler O*NET (www.mynextmove.org/interests/ip) was utilized. Students were guided through the interest profiler via a narrated PowerPoint and were tasked with completing the accompanying worksheet titled: Choosing a Major. Completing the interest profiler allows students to find their interests and careers that are common for people with these interests. Upon completion of the profiler, a list of potential careers is provided along with additional information and requirements for each career such as knowledge, skills, abilities, education, and personality traits. Students were then directed to college board (https://bigfuture.collegeboard.org/majors-careers) to explore the degrees that are required for the careers that they are interested in. Penn State Harrisburg students were then directed to the list of majors offered on campus (https://harrisburg.psu.edu/academics/undergraduate-programs) and provided contact information to meet with advisors and career counselors.

Theoretical Rationale: Psychology of Working Theory and Holland’s Theory

When considering the population that this consultation project is serving it is important to recognize that these students lack experience in careers. This lack of experience makes the interest focused Holland’s Theory more appropriate than other theories.

Our consultation project utilized Psychology of Working Theory (PWT), Holland’s Theory, and RIASEC scores. Psychology of Working Theory states that people work to fulfill three needs; the need for survival and power, the need for social connection and contribution, and the need for self-determination (Blustein et al., 2008).

Through working, basic survival needs like subsistence, water, and safety can be met. After meeting these needs, working individuals can then achieve their need for self-fulfillment. This is consistent with Maslow’s Hierarchy of Needs (Maslow, 1968). Tied closely with survival needs are the needs for psychological, social, and economic power (Blustein, 2006). In working, individuals obtain status, money, and privilege, which allows the worker more control (power) than without working. Working also allows for connection with others in social and cultural environments (Blustein, 2006). Social connections are important as support to avoid negative impacts of social isolation such as heightened sensitivity to social threats, impaired executive functioning, sleep iss,ues, and impaired physical and emotional wellbeing (Cacioppo & Cacioppo, 2014). Work also provides a feeling of contribution to a larger societal system which offers a greater sense on connectivity (Blustein et al., 2008). Finally, work provides opportunity for self-determination. Work provides money and power which may allow individuals to control other areas of their lives. However, many individuals are not able to select careers that match their personal interests which may impede their ability to express their self-concepts while meeting their needs (Blustein et al., 2008). Blustein (2006) suggested that adding value congruence may promote greater internalization and help self-regulation in work. Value congruence refers to the degree to which the individuals’ values match that of their work environment.

This consultation project aimed to add value congruence with PWT by utilizing Holland’s Theory and RIASEC scores.

Holland’s Theory states that personalities and interests can be split into six dimensions represented in the RIASEC scores. Each dimension describes a broad field of similar careers. Each dimension also describes individuals and their preferences, values and motivations (Spokane et al., 2002). Matching the individual’s interests with potential careers that are congruent with these interests may lead to greater internalization and self-regulation in work as discussed by Blustein (2006).

Holland’s theory is suitable for college students because college students often have a lack of work experience and are not going through a work adjustment. Interests and values are a good starting point due to this lack of experience. Additionally, Holland’s theory is straight forward and is visually appealing. The population that is being served by this project is specifically requesting the best return-on-investment as possible from their college degree. Therefore, it appears as though students requesting this service are primarily focused on meeting the need for survival and having their job/career meet their financial demands. By utilizing Holland’s theory and the RIASEC codes, our project aims to transition these students from a perspective of surviving to a future that would also allow them to thrive in a career that meets their survival need and their self-determination need.

Resources Needed

• Preferably, a professional with experience/knowledge about career counseling theories and/or an individual that has worked through the video on this topic. 
• A computer with internet access is needed to access this consultation project.  
• A list of potential majors at the university at which this consultation project is being utilized.  

Delivering Services

Delivery of this project can be applied to many settings; admissions events for prospective students, First Year Seminars, and one-on-one advising/career counseling appointments. To ideally implement this project, the students’ advisor should sit through the process with the student or have a meeting scheduled shortly thereafter the student has completed the worksheet. Delivery is straightforward:

• The “Choosing Your Major Worksheet” should be downloaded or printed to document RIASEC scores, potential careers, and majors of interest.
• Based on preference, the student and advisor can either follow along with the PowerPoint or the narrated video.
• After completing the worksheet, the student and their advisor should consider the “CC Discussion Questions”, and make any more necessary appointments (e.g., Office of Student Aid).

Expected Outcomes: A Plan for College

• Students will become knowledgeable in their personality type and careers that are best suited to their type. 
• Students will narrow down several careers of interest based on matters of importance such as financial outlook and projected growth in the field. 
• Students will have a major chosen to discuss with their advisor who can then instruct on how to declare a major and what classes to take. 

These outcomes can be measured by consulting the completion of the student’s “Choosing Your Major” worksheet.

The Finished Product

All components of this project can be accessed on Penn State’s Box website. The folder on Box includes:

• A PowerPoint, and a video that provide instruction on how to choose a major based on career outcomes.
• A worksheet to follow along with the video and/or PowerPoint, with spaces to write down the students’ RIASEC scores, potential careers, and majors of interest.
• A handout with more information about RIASEC scores.
• A list of discussion questions with links to further information that the student should consider with their advisor(s).

References

Blustein, D. L. (2006). The psychology of working: A new perspective for career development, counseling, and public policy. Mahwah, NJ: Erlbaum.

Blustein, D. L., Kenna, A. C., Gill, N., & DeVoy, J. E. (2008). The psychology of working: A new framework for counseling practice and public policy. The Career Development Quarterly, 56(4), 294-308.

Cacioppo, J. T., & Cacioppo, S. (2014). Social relationships and health: The toxic effects of perceived social isolation. Social and personality psychology compass, 8(2), 58-72. doi:10.1111/spc3.12087

Cilluffo, A. (2019). 5 facts about student loans. Retrieved from https://www.pewresearch.org/fact-tank/2019/08/13/facts-about-student-loans/

Maslow, A. (1968). Toward a psychology of being (2nd ed.). New York: Van Nostrand Reinhold

Spokane, A. R., Luchetta, E. J., & Richwine, M. H. (2002). Holland’s theory of personalities in work environments. Career choice and development, 4(2002), 373-426.